When "I'm Bored!" Doesn't Call for
More Challenge
Jean Strop
Joshua is a 10th grader, always accelerated in mathematics.
However, when he was placed in honors geometry in 8th grade
and in honors trigonometry as a 9th grader, he faltered and
received low average grades. Because he said that he was
bored, his parents advocated for his continued placement in
honors mathematics classes. When pre-calculus concepts
eluded him, Joshua met with his math teacher and admitted that
math had been difficult throughout high school After assessment, it was apparent that Joshua needed to be placed in a
regular Algebra II class, as he had significant gaps in his math
knowledge. In his case, "I'm bored" really meant that math had
become too difficult and abstract.
Often the words I'm bored are a call to action for parents of
gifted students. They acquaint themselves with the latest research on "the need for challenge" and approach educators with
fervor and knowledge. Their advocacy focuses on acceleration
for their gifted student in the subject area that is the source of
boredom. What many parents and educators fail to realize is that
I'm bored has a myriad of underlying meanings. By understanding the possible meanings, we are better able to determine the
best programming options for each student. Acceleration is not
always the appropriate option.
I don't like this. Some gifted students, especially those who have a
history of underachievement, use the words I'm bored to really
mean they don't like doing what is required of them: homework,
outside reading, attending class, studying for tests, and/or completing long-range assignments. For them, doing something they don't
like feels very toxic and is often labeled as boring.
These students may suffer emotionally and underachieve when
accelerated in a subject they don't like. They may feel like outsiders when surrounded by other high achieving students who love
the subject and challenge of the class. It is important to allow these
gifted youngsters to accelerate in areas of passion and to take ageappropriate classes in areas of less interest to them.
I'm afraid I'll fail if I try. For the students who have a deep fear
of failure, the words I'm bored really means "I'm afraid to try because I might fail, and that would be embarrassing."
These student need encouragement to try challenging classes while
working with the teacher or counselor on strategies for overcoming the deep fear of failure. Pretests and placement tests help assure appropriate class placement. Sometimes taking an easier class
to rebuild confidence in a subject area is necessary.
I have other things I prefer. Many gifted students are passionate
about their interests to the point of obsession. In a matter of time,
all other activities pale by comparison. These young people resent
required school assignments because they divert from their passions. For such a student, I'm bored really means "There are things
I want to do instead of the things you want me to do."
Definitions of Bored
Educators and parents must observe carefully, have frank discus- These students need help finding time in the day to pursue their
sions with students, and listen to what is not said as well as what is areas of interest. They can learn to reward themselves for doing a
non-preferred activity by finding time to pursue a preferred prospoken.
ject. By taking non-accelerated classes in areas of minimal interI'm truly bored. For some gifted students, the curriculum is too
est, extra time is created to spend on topics of deep passion.
easy and I'm bored means just that. When this is the case, there is
a definite need for more stimulating and challenging work. At this If I do well on this, I'll be expected to do more and harder work.
point educators need to decide whether to provide enrichment ma- Many underachieving gifted students fear success as much or
terials, to advance the student in a given subject area, or to acceler- more than failure. Success in non-preferred activities such as
ate the youngster in multiple subject areas. For a few students, the homework, tests, and some core classes can lead educators and
parents to encourage and sometimes expect placement in advanced
need to accelerate by an entire grade level or more is in order.
classes. In response, these students often deflect that response with
It's too hard. Many gifted students, even those with extremely
I'm bored when they really mean "If I do well on this, I'll be exhigh intellectual abilities, reach a point where academic work is
pected to exert even more effort. I'm not all willing to do that."
extremely challenging. These students often define themselves by
We have all, at times, said one thing when we meant another. So,
how easy learning comes to them, by how quickly concepts are
mastered, and/or by how little work they must do. Often they find it is paramount for both educators and parents to investigate further before responding to the literal meaning of the words I'm
it difficult, if not impossible, to admit that the subject matter has
bored. We must hear and interpret the real meaning of those words
become hard, and then they use the words I'm bored to save face
when they really mean "This is too hard for me, and I don't know and plan appropriate programming for bored gifted students.
how to struggle to attain mastery."
Originally printed in Understanding Our Gifted, Winter, 2008 (202), pp 28-9. Reprinted with permission, Open Space CommunicaEducators and parents of students in this position need to talk
openly about personal limitations, explaining that all people have tions LLC, www.openspacecomm.com / 800-494-6178. Reprinted
limits and that it is sometimes necessary for all of us to struggle in in Outlook, a Minnesota Council for the Gifted & Talented publiorder to succeed. Such students must be encouraged to seek extra cation, Vol 31, No 3, July/August 2008.
help from teachers and/or tutors. They also are helped from direct
Jean Strop, from Colorado, is a long-time psychologist, gifted
teaching of study skills for that particular subject. These young
resource teacher, and counselor, as well as a consultant and
people may benefit from study groups with other bright students
writer in affective education and college planning for gifted stuwho are also struggling to understand the concepts. Short-term
dents.
counseling/ therapy should be considered to overcome perfectionism, to increase frustration tolerance, and to rebuild fragile selfesteem.
Michigan Alliance for Gifted Education • Images • Volume 18, Issue 4, 2008
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